Meeting Special Education Needs with the use of ipads
Matthew is a seven year old boy that is currently in year 2, and attends his local mainstream school. Matthew fails to interact with other students, teachers and his family. It is clear that he has limited verbal and non-verbal communication skills, poor language development and a distinct inability to see beyond the literal meaning of instructions. His understanding of others emotions and his own ability to display emotions are severely limited. Matthew spends most of his time in class working on maths activities on the computer. Beyond this, he shows little interest in learning and during free play or unstructured class time, he does not engage with his peers. During lunch time, Matthew is often observed obsessively collecting rubbish and debris. If he is restricted from doing so, he “lashes out” physically throwing or hitting objects. He also frequently visits the library at lunchtime, seeking out a computer and hence, avoiding social interactions with his peers. Matthew would be a fairly typical student with an Autism Spectrum Disorder (ASD), one of the many, currently being educated in Australian mainstream classrooms. As these students struggle with the communication styles typical of most educational settings, it becomes necessary for teachers to provide individualised programmes that address their specific social, personal and learning needs. The rapid growth of technology, combined with constructivist learning techniques has made it easier for teachers to provide this individualisation. Technologies such as the ipad can allow an ASD student to follow the mainstream class program in a way that is more independent and self reliant, that allows them to learn at their own pace, to be flexible enough to allow a learning sequence that interests them, whilst obtaining the same outcomes as their fellow students, but without the communication and social difficulties that can otherwise arise. At just 600g, with a slimline design and easy handling size, the ipad is a very attractive alternative for students in mainstream classes. It has:
a 10hr battery life, great for a whole school day
built in Wi-Fi or internet capability,
video recording and playback for task modelling and learning
voice over screen reader, in 21 languages
zoom up to 500% for easy readability
high contrast white on black option
face time video calling for those who communicate with sign language
headphone and Bluetooth audio support to minimise external noise; and
mono audio allowing users with hearing loss to hear both right and left channels in one ear
Ipads can extend short attention spans, a major issue with ASD children, as well as increase motivation and therefore learning time, resulting in better understanding. Research indicates that students who use ipad technology show both short and long term improvement in understanding, when compared to non-technology based learners. A major problem for autistic children is poor motor skills, making mouse and keyboard use difficult. The ipads large touch screen capability makes it an ideal alternative. It offers greater portability and less start up time during the normal school day than a laptop or net book and its screen size offers more flexibility, readability and ease of input, than a smart phone or iPod. Ipads are considered “cool” by mainstream students, and as a result ASD students who are usually socially isolated, suddenly become quite popular amongst their peers, who are drawn to the technology and wish to see what the ASD student is doing. Therefore, advantages of using an ipad include:
It is versatile, convenient, affordable and portable
It is easy to use, familiar, and therefore less stressful for children
Often non-verbal autistic children find it difficult to relate to others in any sort of meaningful way - technology gives them this confidence.
When Assistive technology is used in the classroom, it gives children a new way to approach learning and complete work
Assistive technology helps children with autism specifically, do things more easily and gives them a chance to work independently on tasks rather than always being assisted
Assistive technology is a way in which children can be organised without being stressed
Assistive technology is a great communication device for children who are non-verbal autistic. It is a way in which they can express what they want or how they feel in a particular situation, and relate to others.
A large number of software programs or “apps” have been produced to assist children with autism, and seem to fall into three broad catagories:
those that help with attention span
those that help with sequencing and organisation; and
those that help with communication
In this article, we are going to focus on a program that is getting rave reviews for its use with both verbal and non verbal ASD students as well as many others with disabilities. It is a communication program called Proloquo2Go. Proloquo2Go is an application that can be purchased for use on ipads and iphones alike. It includes such features as:
Voice recordings
Commonly used phrases in text and recording; and
Verbal, auditory and visual connections to words and text.
Proloquo2Go helps to reduce student frustration by enabling them to express their wants, needs and emotions. As a result, they are less likely to become impatient and violent with peers, which generally occurs due to their inability to properly express themselves. With the applications bank of common phrases and large typing pad, students who find communication difficult can now walk into the chemist, movie theatre or supermarket and come out with exactly what they need. Proloquo2Go can be edited and personalised by adding words and images. It also allows students the opportunity to sequence and build sentences. Proloquo2Go is extremely useful in the classroom as it allows students, who are non verbal to communicate with both teacher and peers. Proloquo2Go is one of those programs that can be utilised in and out of the classroom as it continues to aides students in real life situations, thus allowing them to become better communicators in their homes and in their communities. Practical Hints For Teachers Using Ipads
Buy an extra ipad so that you have one when all your learners have been issued one. You should be able to take this ipad home and familiarise yourself with all of the apps and features.
Buy covers for your class ipads.
Buy a plastic tub that can be used to safely store the ipads.
Have students develop a set of class rules for handling the ipads.
Number all of the ipad so that each student can be allocated a specific unit for which they are responsible.
Limit the apps the students use at first. This will allow you to be clear about the learning outcomes you want to achieve from each.
Determine an appropriate number of cells to use, depending on your student’s fine motor skills. Some students can only cope with two cells per screen. Sometimes students may work better with a stylus to touch the page rather than their hands (for example, students with cerebral palsy).
Decide how long is an appropriate time for students to use the ipad without changing activity. For example, some students may need a break after 20 minutes. Students may also like to have “free app” time at a certain time in the week for their own use.
Think about how you are going to “arrange” your apps. For example, should they be in on-screen folders according to subjects? Keeping a hard copy of the apps on each ipad is a handy time saver. This list can be sent home too.
Meeting Special Education Needs with the use of ipads
Matthew is a seven year old boy that is currently in year 2, and attends his local mainstream school.
Matthew fails to interact with other students, teachers and his family.
It is clear that he has limited verbal and non-verbal communication skills, poor language development and a distinct inability to see beyond the literal meaning of instructions. His understanding of others emotions and his own ability to display emotions are severely limited.
Matthew spends most of his time in class working on maths activities on the computer. Beyond this, he shows little interest in learning and during free play or unstructured class time, he does not engage with his peers.
During lunch time, Matthew is often observed obsessively collecting rubbish and debris. If he is restricted from doing so, he “lashes out” physically throwing or hitting objects. He also frequently visits the library at lunchtime, seeking out a computer and hence, avoiding social interactions with his peers.
Matthew would be a fairly typical student with an Autism Spectrum Disorder (ASD), one of the many, currently being educated in Australian mainstream classrooms.
As these students struggle with the communication styles typical of most educational settings, it becomes necessary for teachers to provide individualised programmes that address their specific social, personal and learning needs.
The rapid growth of technology, combined with constructivist learning techniques has made it easier for teachers to provide this individualisation. Technologies such as the ipad can allow an ASD student to follow the mainstream class program in a way that is more independent and self reliant, that allows them to learn at their own pace, to be flexible enough to allow a learning sequence that interests them, whilst obtaining the same outcomes as their fellow students, but without the communication and social difficulties that can otherwise arise.
At just 600g, with a slimline design and easy handling size, the ipad is a very attractive alternative for students in mainstream classes. It has:
- a 10hr battery life, great for a whole school day
- built in Wi-Fi or internet capability,
- video recording and playback for task modelling and learning
- voice over screen reader, in 21 languages
- zoom up to 500% for easy readability
- high contrast white on black option
- face time video calling for those who communicate with sign language
- headphone and Bluetooth audio support to minimise external noise; and
- mono audio allowing users with hearing loss to hear both right and left channels in one ear
Ipads can extend short attention spans, a major issue with ASD children, as well as increase motivation and therefore learning time, resulting in better understanding. Research indicates that students who use ipad technology show both short and long term improvement in understanding, when compared to non-technology based learners.A major problem for autistic children is poor motor skills, making mouse and keyboard use difficult. The ipads large touch screen capability makes it an ideal alternative. It offers greater portability and less start up time during the normal school day than a laptop or net book and its screen size offers more flexibility, readability and ease of input, than a smart phone or iPod.
Ipads are considered “cool” by mainstream students, and as a result ASD students who are usually socially isolated, suddenly become quite popular amongst their peers, who are drawn to the technology and wish to see what the ASD student is doing.
Therefore, advantages of using an ipad include:
- It is versatile, convenient, affordable and portable
- It is easy to use, familiar, and therefore less stressful for children
- Often non-verbal autistic children find it difficult to relate to others in any sort of meaningful way - technology gives them this confidence.
- When Assistive technology is used in the classroom, it gives children a new way to approach learning and complete work
- Assistive technology helps children with autism specifically, do things more easily and gives them a chance to work independently on tasks rather than always being assisted
- Assistive technology is a way in which children can be organised without being stressed
- Assistive technology is a great communication device for children who are non-verbal autistic. It is a way in which they can express what they want or how they feel in a particular situation, and relate to others.
A large number of software programs or “apps” have been produced to assist children with autism, and seem to fall into three broad catagories:- those that help with attention span
- those that help with sequencing and organisation; and
- those that help with communication
In this article, we are going to focus on a program that is getting rave reviews for its use with both verbal and non verbal ASD students as well as many others with disabilities. It is a communication program called Proloquo2Go.Proloquo2Go is an application that can be purchased for use on ipads and iphones alike. It includes such features as:
- Voice recordings
- Commonly used phrases in text and recording; and
- Verbal, auditory and visual connections to words and text.
Proloquo2Go helps to reduce student frustration by enabling them to express their wants, needs and emotions. As a result, they are less likely to become impatient and violent with peers, which generally occurs due to their inability to properly express themselves.With the applications bank of common phrases and large typing pad, students who find communication difficult can now walk into the chemist, movie theatre or supermarket and come out with exactly what they need.
Proloquo2Go can be edited and personalised by adding words and images. It also allows students the opportunity to sequence and build sentences.
Proloquo2Go is extremely useful in the classroom as it allows students, who are non verbal to communicate with both teacher and peers. Proloquo2Go is one of those programs that can be utilised in and out of the classroom as it continues to aides students in real life situations, thus allowing them to become better communicators in their homes and in their communities.
Practical Hints For Teachers Using Ipads
- Buy an extra ipad so that you have one when all your learners have been issued one. You should be able to take this ipad home and familiarise yourself with all of the apps and features.
- Buy covers for your class ipads.
- Buy a plastic tub that can be used to safely store the ipads.
- Have students develop a set of class rules for handling the ipads.
- Number all of the ipad so that each student can be allocated a specific unit for which they are responsible.
- Limit the apps the students use at first. This will allow you to be clear about the learning outcomes you want to achieve from each.
- Determine an appropriate number of cells to use, depending on your student’s fine motor skills. Some students can only cope with two cells per screen. Sometimes students may work better with a stylus to touch the page rather than their hands (for example, students with cerebral palsy).
- Decide how long is an appropriate time for students to use the ipad without changing activity. For example, some students may need a break after 20 minutes. Students may also like to have “free app” time at a certain time in the week for their own use.
Think about how you are going to “arrange” your apps. For example, should they be in on-screen folders according to subjects? Keeping a hard copy of the apps on each ipad is a handy time saver. This list can be sent home too.